Martin Thrupp argues that there has to be a much bigger educational
and social justice agenda to school improvement than the managerial
approaches typically taken by government policy. He critiques those
school improvement texts, courses and consultancies which mostly
frame their analyses within the terms of current policy and
therefore act to apologise for it. An alternative, more critical
approach to school improvement is developed in the book and the
author also provides examples of practical strategies to be
employed within this approach.
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